Homework

The Dandelion

The dandelion is a common but beautiful weed all over the world. It's difficult to kill, even if you don't water it or care for it. One reason is that it has a long, thick root. The root has many root hairs, so it can gather lots of water and nutrients from the soil. On top of the root and above the ground, the dandelion is composed of 3 parts. The first part is a strong, hollow, light-green, 20 cm stem, and it carries nutrients up like a pipeline. The next part is the few bird-wing shaped, dark-green leaves on both sides of the stem. The leaves gather sunshine and make energy for the dandelion to grow.

1. Please complete this paragraph.
2. Write 2 paragraphs using your outlines.
3. Write 100 words or more about one character in your graded reader (library book).
4. Write 100 words or more to tell me about what to do and where to go if I visited your country.
5. Write 15 sentences using different modals showing pobability.
   

For Mimo

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Pet Camp

Red Run Camp is a pet camp in Kansas. Red Run camp has dogs and cats and pigs and rats as pets. Red Run camp has Moms and Dads and kids. Moms and Dads get the cabins. Kids get the huts. Pets get the pens. Red Run Camp is fun.

Red Run Camp bus ran up the hill to the summit. It got to the camp. The bus has the bus man and pets in it. It has six pet bulldogs, Pippin, Dominic, Galahad, Benjamin, Madison and Ransom. And it has ten cats, Janis, Puffin, Pompom, Solomon, Rivet, Poplin, Velvet, Wigwam, Havana and Kit. It had a big pig and seven rats and a rabbit.

Dan has Puff the dog. Puff is tan and fat. Puff cannot sit in the hot sun. Puff gets ill in the hot sun.

Don has Rags the dog and Miff the cat. Miff the cat was in a box. Don's Mom had Miff in the box. Miff is a big bad red cat.

Hamilton is the camp mascot. Hamilton is a bobcat. Yes, a bobcat. Hamilton is not a bad bobcat. But Hamilton is a big bobcat.

Mom and Dad got "Bigwig Cabin". Bigwig Cabin is the red cabin. It has a canvas top. Mom was in the cabin. A cupful of Big Red fell on Mom's denim bonnet. Mom was mad. "Napkin", said Mom. "Dan get the bag of napkins in the van. It is in the tan van", said Mom in a yell. "OK", said Dan in a yell.

Dan got in the van and got the bag. The bag was full. It had napkins and melons and Tang and lemons and muffins and carrots and nutmeg and ham and a box of hotdogs on top. The ham fell and the hotdogs fell. Dan cannot get the ham and the box of hotdogs. "Don will get the ham and hotdogs", said Dan. "I will tell Don to get the ham and box of hotdogs and get the bag of napkins to Mom."

The ham and box of hotdogs sat in the hot sun. Don did not get the ham and box of hotdogs. The ham got rotten. The box of hotdogs got rotten. The rotten ham is toxic. The box of rotten hotdogs is toxic. The camp fed the dogs and cats well but the pets got the ham and hotdogs and had a picnic on the rotten ham and toxic hotdogs. And Hamilton had ham and hotdogs.

The pets got ill. Miff, the cat was pitiful. The dogs did not vomit. The cats did vomit. Hamilton is a big bobcat. Hamilton did not vomit. Dan had a wagon. Hamilton sat in Don's lap and Don sat in the wagon. Don and Dan had to lug Hamilton to the pet fix man.

"I confess", said Don. "I did not get the ham and hotdogs. The ham and hotdogs sat in the hot sun and got rotten. "

Linton Milton, the pet fix man will fix the ill pets. Linton Milton has a pet fix hospital. The pet fix hospital is in a big bus. Linton has pills on the bus and beds on the bus. Linton will fix the pets on the big bus.

Linton had a pill to fix the dogs and cats. Miff got on the bed. Miff got a pill. Miff got rid of the rotten ham and hotdogs. It was a mess. Rags got a pill. Rags got rid of the rotten ham and hotdogs. It was a mess. Puff got a pill. Puff got rid of the rotten ham and hotdogs. It was a mess. The dogs and cats got a pill. The dogs and cats got rid of the ham and hotdogs. It was a big, big mess.

The rat did not get a pill. The rat was not ill. The rat was not sad. The rat was a rat. Rats seldom get ill.

Miff and Rags ran to Don. Puff ran to Dan. The dogs and cats had gotten up. The pets ran and ran. Linton did not get mad at Rags and Puff. Linton got mad at Don and Dan. "The pets cannot run on the bus", said Linton Milton. Mom got on the bus and the pets got off. The pets ran and ran.

Hamilton got a big red tablet. He did not get a pill. Linton did not let Hamilton get up 'till he was well. Hamilton was not a pup. Hamilton was big. Hamilton was a big bobcat. Hamilton got up and fell. Hamilton was got up and fell. Hamilton got up and got off the bus. Hamilton got to the pen and got in his bed. Hamilton did not run yet.

The sunset was red. The pets ran and had fun. Red Run Camp was fun.

Cultural differences (6-2)

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1
An Irish woman was visiting tourist places in a Latin American city when she got a terrible headache. She knew what medicine she needed, so she stepped into a local pharmacy. The pharmacist was waiting on another customer when she came in. The Irish woman patiently waited her turn. While she was standing there, two other customers came in, then another, and then three more. Each time, the pharmacist turned his attention to the new people. He did not greet the Irish woman; he never said, "I'II be with you in a minute."

After about twenty minutes, the woman couldn't stand the pain in her head any longer. "Hey, I've been here a long time," she said loudly, very annoyed and insulted. "Why is everyone ignoring me? I need service too!" she shouted rudely (impolitely).

2
A Middle-Eastern businessman and his brother invited an American guest to their family home for dinner. The American got there on time and enjoyed the interesting conversation, the coffee, and the attention. But as time passed, he got very, very hungry. Finally he asked in an impatient voice, "So when do we eat?"
"Finally you are hungry!" answered one of his hosts. "We were waiting for you to say you were ready to eat."

At the dinner table everything was delicious, and the American guest ate quickly. He emptied his plate, and his hosts' wives put more food on it. As soon as he cleaned his plate a second time, the women served him more. After several plates of food, he could eat no more: he was going to burst! "Please, please, please-don't give me any more food," he begged them. "I can't eat another bite!"

"Then why didn't you leave any food on the plate?" asked the other host, surprised. "We were amazed at how much you were eating!"

3
A group of international students were attending college in Europe. They had a long time between semesters for travel, so they decided to hitchhike as far as they could in other countries. In many places, they were successful: they put their thumbs out or pointed them backwards and smiled; friendly drivers stopped. As soon as the first traveler got a "yes" answer from a driver, he motioned with his hand or fingers for his friends to come-or he held both thumbs up in an "O.K." sign or made a circle with the thumb and the next finger of one hand. The young tourists saved money, saw a lot of the countryside, and had interesting conversations and experiences.
On the other hand, in Greece and Turkey, the visitors were not so lucky. Few drivers stopped to give them rides; instead, most people ignored them. Others gave them mean looks from their cars: they seemed almost insulted that the visitors were begging for rides. A few drivers shouted terrible words at the travelers; two even got out of their truck and started a fight. The students felt confused, afraid, and unwelcome; after a few days they took the bus back to the countries where they were studying.

Cross-Cultural Conversation (6-1)

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"You want to talk about culture?" Alain began the conversation in a proud voice. "The United States is only a few hundred years old. Americans aren't lucky enough to have any culture-they have zero culture, I say." He made the sign for "nothing" with his hand.
"You are completely correct," interrupted Werner, loudly. He was pointing his finger. "Old Europe of the last thousand years--it's easy to tell that's where the great culture was! The age of architecture--just look at the magnificent historical cathedrals and castles. Our ancestral art legacy-if you don't know the works of world-famous painters and sculptors from previous centuries, it's essential to see them in our excellent museums. And everyone has the chance to experience our classical literature and music in first-class theaters and concert halls. I just gave you a logical description of a long and significant cultural history!"

"You call a short millennium a cultural history?" Waving his arms, Kamil was objecting strongly to Werner's views. "The real beginning of culture-I mean, significant civilization was in the Middle East and Africa over five thousand years ago. Ancient communities not only knew how to create magnificent architecture and art; they also made amazing scientific and technological discoveries. They invented things. They figured out how to write and do mathematics; they studied astronomy-the science of the skies, the sun and the planets-and invented the calendar. They even had medicine; it's important to remember that the ancient religions came from that area too. I'm happy to tell you about their achievements because they made world civilization possible. Those were the 'Civilizations that gave humanity the most meaningful cultural legacy!"

With his hands together and his head down, Jade agreed with Kamil. In a soft but nervous voice, he added, "But the really important science and technology began to develop in Asia and the Americas. While the ancient Chinese were building walled cities, they organized the first governments. They invented tools for work and weapons for protection. And the native peoples of the Americas had very, very old civilizations and societies. That was ancient traditional culture."

"Ancient culture? That's a contradiction in definitions!" Grinning, Kevin objected in an enthusiastic way. Going against Jade's views, he said, "It's impossible for culture to be old or traditional. The opposite is true! Culture isn't dead-it's alive. Culture is modern! Culture is now!"

Ken was starting to fall asleep, but suddenly he came alive. "I agree!" he said, interrupting Kevin in a forceful way.
"You tell them!" said Kevin, wanting support for his point of view.
"Culture is worldwide-it's universal!" answered Ken in his clear speaking style. He had a wide smile on his face. "I mean, like-take today's food culture. With our global fast food, I have to say, everyone eats the same. And because of the worldwide media-movies, TV, CDs (compact disks), the Internet--everybody knows the same information, plays the same music, enjoys the same stories-even the jokes! And I mean, it's like-people everywhere have a chance to buy the same clothes--all because of advertising. A beautiful young couple in jeans and bright Hawaiian shirts anywhere in the world, eating hamburgers and french fries with their friends from many countries--finally, we have a global culture! And tradition has nothing to do with it!"

However, Monika was of another opinion. "You want to call modern movies, music, food, and clothes culture?" she said, beginning to get irritated. "Culture isn't about the sameness of people in communities around the world; it's about their differences. Like-it's important for people to greet one another in various ways, and they need to use different titles and follow a variety of social rules in their relationships. Some societies are formal, while others are informal, or casual. Some groups are friendly, and others aren't. And another example is the diverse use of language-is it direct or indirect? How do communication styles include motions, gestures, facial expressions, and other body language? And customs are so interesting! They're what people of different national groups do in their everyday lives and on special occasions like holidays or celebrations. Culture means cultural diversity What makes life amusing? It's the variety of cultures around the world, its contradictions and opposites!"

"Why are you talking so much?" interrupted Alain, impolitely.

"Yeah, and why don't you understand what culture is?" said Werner in a loud voice.

"And another thing-what's your problem with ancient civilizations and tradition?" disagreed Kamil with an unpleasant expression on his face. He liked to contradict Monika in a rude way.

"And why do you always have a different view of things?" asked Kevin and Brandon. They weren't smiling either, and they wanted to talk a lot more.

Time with the Family--Past and Present (5-2)

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The sun was rising. A woman got up from a straw mat on the floor of her simple two-room family cottage. Her husband and their four children were still asleep on the mat. (There were five other children: the couple gave two of them to a family with too few workers; the other three died long ago.) The woman pushed aside the family goats. When she started the fire for cooking, the man and the children got up. While the daughter helped with the housework, the sons went outside to work in the fields with their father. They could see a castle, not far away. The family lived under the protection of the lord and master of the castle. They weren't his slaves or servants, but they paid him taxes. There was no schooling, so they couldn't read or write or get jobs in cities. During the long workday, they took breaks only for meals. Occasionally, they went to the village center, where they laughed and talked and played games. At night, people of the community got together around big fires; they told stories about the past. Most families used to live this way in England over eight hundred years ago.

In the first half of the twentieth century, the Japanese family was much more 'traditional" than the typical American family. Young people didn't even use to date; in other words, they didn't go out together as couples. Instead, their parents arranged their marriages. Maybe they fell in love after they got married, and maybe they didn't. Either way, the wife had children and stayed home with them while the husband supported the family financially. He rarely helped in the household; he seldom spent time with the children. He used to make all the rules, and then his family followed them. When they got older, the children had to work on the farm or in the family business. Often, the husband and wife and their children lived in an extended family situation--three generations in the same crowded house. Because marriage was not an individual matter, family life didn't use to be much fun. It was hard work.

Where I grew up, the community on our street was like an extended family. There was no space between our row houses, and they all had front steps, All the children in the neighborhood used to play ball on those steps; on the warmest evenings, the neighbors used to sit outside on the steps to talk. For these reasons, even at an early age I knew about everyone's family forms and situations For instance, our next-door neighbors were two women with an adopted son. To the left lived an older couple, married over forty years; they took care of their grandchildren. Two families lived in the same house across the street: a single mother with her ten-year-old daughter and an unmarried couple with a small baby. Next to them lived a successful businesswoman. She was married, but she didn't live with her husband because he had a better job and a new life in another country. Now I'm married and live with my family in another neighborhood. Even so, I will never forget the families of my community when I was young.

A few years ago, a young woman left her family, married again, and moved far away with her new husband. For this reason, a thirty-six-year-old divorced father has custody of his two children, eleven and eight years old. He usually has to work weekends as a waiter, so he can't spend much time with his son and daughter. Even so, he still takes them to movies when possible. On his days off from work, he goes to a loca1c.ommunity college. He's studying to improve his job skills so he can make more money for his family; at night he does his homework at the same table as the children. But who takes care of them when their father is working or going to school? His "extended family"--his mother, other relatives, and his girlfriend--help out as much as they can. The children used to go to the college child-care center; now they sometimes stay and play at the community sports center Because this hard-working father loves his family very, much, he believes their lives will get better and better.

A short history of the changing family (5-1)

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Like the community, the family is a social institution. Long ago, human beings lived in loosely-related groups. Each group had a common ancestor (a family member from the distant past). But for over a millennium (a thousand years), there have been two main types of families in the world: the extended form and the nuclear form. The extended family may include grandparents, parents, and children (and sometimes aunts, uncles, and cousins)--in other words, relatives living in the same house or close together on the same street or in the same area. In contrast, the nuclear family consists of only parents and their biological or adopted children. Because of the, industrialization in the nineteenth century, the nuclear family became the most common family structure.

Today there are many different kinds of families around the globe. Some people live in traditional families--that is to say, a stay-at-home mother, a working father, and their own biological children. Others live in two-paycheck families--that is, both parents work outside the home. There are many single-parent families; in other words, only a mother or a father lives with the children. Still others have adoptive or foster families (i.e., adults take care of children not biologically theirs) or blended families--in other words, divorced or widowed men and women marry again and live with the children from their previous, or earlier, marriages. There are also same-sex partnerships--with or without children, childless marriages, unmarried live-in relationships, and so on.

What caused the structure of the family to change? In the early 1900s in the United States the divorce rate (i.e., the percent of legal endings compared to the number of marriages) began to rise, and the birthrate (i.e., the number of births per 100 or 1000 people) began to decline; in other words, couples stayed married for fewer years, and they had fewer children. Women often chose to get an education and take jobs outside the home. Decades later, the same changes began to happen in other industrialized countries, Today, they are happening in many of the developing nations of the world as well.

The decades of the 1930s and 1940s were difficult years in the industrialized world. Many families faced serious financial problems because the heads of households lost their jobs. During World War II (1939-1945), millions of women had to take care of their homes and their children alone. Because so many men were at war, thousands of these "war widows"--that is to say, women whose husbands were away at war--had to go to work outside the home. Most women worked long hours at hard jobs. There weren't many "perfect families."
During the next decade (a period of ten years), the situation changed in many places. There were fewer divorces, and people married at a younger age and had more children than in the previous generation. Men made enough money to support the family, so a mother seldom worked outside the home when her children were small. Children began living at home longer--that is, until an older age, usually after high school or even college. The traditional family was returning in the United States, it seemed--as in many other countries.

In the years between 1960 or so and the end of the twentieth century, however, there were many new changes in the structure of the family around the globe, From the 1960s to the 1970s, the divorce rate greatly increased and the birthrate fell by half. The number of single-parent families rose, and the number of couples living together without marriage went up even more.

Many people today would like the traditional two-parent family back--that is to say, they want a man and a woman to marry for life; they also think the man should support the family and the woman should stay home with the children. However, few families now fall into this category. In fact, if more women decide to have children on their own, the single-parent household may become more typical than the traditional family in many countries. Also, unmarried couples may decide to have more children--or they might take in foster children or adopt. And because people are staying single and living longer (often as widows), there may be more one-person households. On the other hand, some people believe similar events happen again and again in history: if this is true, people may go back to the traditional extended or nuclear family of the past. Others think the only certainty in history is change: in other words, the structure of the future family could begin to change faster and faster--and in more and more ways.

The Laws of Communities (4-2)

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Laws are rules for people in communities. For instance, in every country and culture of the world, there are laws against serious offenses: murder, robbery, violence against people, and the like. These laws make sense. They are necessary for safety and health, for community order, and for good human relationships in communities; they are probably similar all over the world. On the other hand, many laws and rules differ from country to country, from area to area, or even from one community to another. Some common illustrations of this variety are laws about driving, drinking alcohol, eating, smoking, shopping, money, people's rights, and many others. For example, a legal action in Lima, Peru, may be against the law in Seoul, Korea--and an illegal activity in an Asian community may be perfectly legal in a European city. On the other hand, laws may be the same in various countries but vary in different cities or states of the same nation.

Traffic laws--rules about driving and parking cars, riding bicycles, walking, and so on--vary in communities around the world. Here are some examples from the United States. In some rural (country) communities, teenagers with driving permits can drive alone after the age of fourteen; in most towns fifteen-year-olds can drive only with a licensed driver in the car; in still other places, the lowest legal driving age is sixteen or eighteen. In some states, drivers can make a right turn after a full stop at a red traffic light, but in other states drivers may turn only at a green light. In many places, but not everywhere, it is against the law to drive or ride without a seat belt. As another example, some communities have helmet laws: motorcycle riders and bicycle riders under a certain age have to wear these hard hats for safety. There are even laws for walkers: in many U.S. cities you can get a ticket for jaywalking (crossing the street in the middle instead of at the corner). Of course, other countries may have similar traffic laws. For instance, jaywalking is against the law in Russian cities too. What happens if a car hits a jaywalker? The walker has to pay a fine, but not the driver!

What about regulations and customs in other areas of people's lives? Some communities have a lot of rules about legal and illegal individual activities--even drinking and smoking. For instance, in most places in the United States, no one under twenty-one can buy or drink alcohol legally--even beer or wine. In some communities, it's illegal to drink a can of beer on a public street; it's also against the law to have an open alcohol container in a car. Similarly, smoking is no longer legal in public places--such as workplaces, restaurants, airports, and on airline flights within the United States. In Japan and other places, there is a legal age for smoking; in some Moslem countries, all smoking is against religious law. On the other hand, many people around the world drink and smoke--including more and more teenagers and young people. Customs and habits do not always go along with health or safety regulations or laws.

In the beginning, most local laws have a clear purpose or reason; even so, after many years, these same regulations can seem very strange or unusual. Here are some examples of old rules about personal relationships. In the backcountry of New Zealand, a man with many sisters can have the same number of wives. How is this custom legal? The man can give one sister to each of his wives' families! In some Indian communities, it is illegal for a young man and woman--married or not, to hold hands in a bus or train station; if they do, they have to pay an expensive fine. The law in some Chinese towns doesn't allow a man to give a woman a chicken leg during a meal; he can give her other chicken parts, but not a leg. And in Worland, Wyoming (a state in the United States), no married man may go camping alone or with his friends; he has to take along his wife! These old laws are probably still in effect, but not many people follow them.

How Can I Get to the Post Office? (4-1)

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I have a special rule for travel: Never carry a map. I prefer to ask for directions. Sometimes I get lost, but I usually have a good time. And there are some other advantages: I can practice a new language, meet new people, learn new cus¬toms, and the like. I can find out about different "styles" of directions every time I ask, "How can I get to the post office?" Here are some illustrations of those differences.

Tourists are often confused in Japan. That's because most streets there don't have names; outside big cities, people most often use landmarks in their directions. For example, the Japanese might tell travelers something like this: "Go straight down to the corner. Turn left at the big hotel with the sushi bar and go past the fruit market. The post office is across from the bus stop--next to the fast-food fried chicken place."

In the United States, people might give directions in different ways according to their region or community. As an example, in the countryside of the American Midwest, there are not usually many landmarks. There are no mountains, so the land is very flat; in many places there are no towns or buildings for miles. Instead of landmarks, residents of the flatlands will tell you directions and distances. In the states of Kansas or Iowa, for instance, people will say, "Go straight north for two miles. Turn right, and then go another mile in a northeast direction. "

On the other hand, people in Los Angeles, California, have no idea of directions or distance on the map. Residents of this Pacific coast area are almost always in their cars, so they measure distance in time. "How far away is the post office?" you ask. "Oh," they might answer, "I guess it's about five minutes from here." You say, "Yes, but how many miles away is it--or how many kilometers or blocks?" They rarely know--or can seldom say.

Sometimes, people in the European country of Greece do not even try to give directions; that's because tourists seldom understand the Greek language. Instead, a Greek may motion or gesture or say, "Follow me." Then that person will lead you through the streets of a city to the post office.

What if a person doesn't know the answer to your question about the loca¬tion of a place? A New Yorker might say, "Sorry, I have no idea" and walk away quickly. But in Yucatan, Mexico, not many residents answer, "I don't know." People in Yucatan may believe that a quick "I don't know" is impolite; they might stay and talk to you--and usually they'll try to give an answer, sometimes a wrong one. A tourist without a good sense of direction can get very, very lost in this southern region!

One thing will help you everywhere--in Japan, the United States, Greece, Mexico, or any other place. You might not understand a person's words, but you can probably understand the body language--the facial expressions, gestures, motions, movements, and so on. He or she will usually turn and then point. Go in that direction and you'll find the post office--maybe!

Facts About Food (3-2)

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Food Fights

Everywhere on earth there are "food specialists" with different or opposite views on the best kinds of nutrition for various purposes. A lot of people believe the most healthful diets are high in fiber, vitamins, and minerals but low in fat, cholesterol, sugar, and salt. Some nutritionists say the perfect eating plan contains mostly carbohydrates without much protein. In contrast, other scientists say people need high-protein meals with meat, chicken, fish, or milk products and only small amounts of grains, potatoes, breads, rice, and noodles. One famous diet plan allows only certain foods at certain times--protein with protein, carbohydrates with carbohydrates, fruits alone, and so on. Some eaters stay away from all meat and maybe even fish and milk products. They get their protein from plants, mostly beans. Others want only high-fiber food. These people may not eat white bread or white rice or even cooked vegetables. So what is the best way to eat and be healthy? The discussion of this topic will go on far into the future.

The necessary substances and elements for human life and health are water, protein, carbohydrates, fats, vitamins, and minerals. Most kinds of food contain some or all of these nutrients, but they are not all the same in their effects on people. Various ingredients and dishes affect the mind in different ways, and some kinds of nourishment have better effects on the brain than others. For instance, can broccoli increase brain power? Maybe so. Low levels of some of the B-vitamins can cause a decrease in memory and thinking ability, nutritionists say, but dark green vegetables contain a lot of these nutrients. Another example of a "memory helper" is lecithin--a substance from soybeans, also found in high-fiber foods like nuts and whole grains. High-protein foods influence the mind in more helpful ways than dishes high in sugar and carbohydrates. And the caffeine in coffee or tea may help thinking. Of course, its effects don't last long.

In many places outside big cities, food with more than four legs is part of good, nutritious home cooking. Fried or grilled ants are a tasty but expensive snack in Columbia, South America. In various parts of Mexico, over 300 types of insects serve as food. In southern Africa, many people like to eat at least one kind of caterpillar or worm. They enjoy it fried, dried, or cooked in tomato sauce. In Thailand, cooks create a spicy hot-pepper sauce with water bugs. In Vietnam, grasshoppers filled with peanuts are a special dish. And in some regions of China, bugs are not only a part of meals but an important ingredient in medicine too. Most kinds of insects have high nutritional value. They contain a lot of protein, vitamins, and minerals. Many people like their taste. They are everywhere on the planet. They add to the variety of people's diets. For several reasons, insects are an important kind of food in the global diet, and they will become a more common ingredient in the future.

The growing similarities in diet and eating habits around the world are influencing people of various cultures in different ways. For example, Western foods are damaging health in the industrialized island country of Japan. Instead of small meals of seafood, rice, and vegetables, the typical Japanese diet now includes large amounts of meat, dairy products (like whole-milk ice cream), and desserts like tiramisu, a rich Italian dessert full of chocolate, cheese, and sugar. According to Japanese health researchers, such changes in eating habits are related to a great increase in health problems such as heart disease, strokes, cancer, and diabetes. On the other hand, the changing global diet is having the opposite effect on the people in the Czech Republic. The government of this European nation no longer supports meat and dairy products financially, so the cost of these foods is going up. In contrast, fresh fruits and vegetables are becoming more widely available from private markets and stands. Cooks are even serving salads to schoolchildren, and families are eating more nutritious home-cooked meals. For these reasons, fewer Czech men are having heart attacks, the women are losing a lot of weight, and most people are living healthier lives.

The Changing Global Diet (3-1)

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Most words in the English language have more than one simple, or basic, meaning. One example is the word, diet. The most general definition of the noun is "a person's or a group's usual food choices and habits." In a more specific definition, diet means "an eating plan with only certain kinds or amounts of food." For instance, a diet is often a plan to lose weight. And as a verb, diet means "go on a diet."

All over the world, the global diet includes fast food--prepared items from inexpensive restaurants, snack bars, or food stands. Some examples of typically American fast food are hamburgers, hot dogs, sandwiches, fried chicken, and so on. Some types of international fast foods might be German sausage and schnitzel, Italian pizza and pasta, Mexican tacos and burritos, Middle Eastern shish kebob and falafel, Japanese sushi and tempura, Chinese eggrolls and noodles, and the like. The variety of fast foods available on the planet is growing. Even so, this kind of style of nourishment is becoming universal, or worldwide. Fast-food places usually prepare and serve the items quickly. Many are part of fast-food chains (eating places with the same name and company owner). For instance, the biggest and most famous American fast-food chain serves hamburgers in every continent on the planet except Antarctica. In over 120 different countries, its 25,000 eating places have the same look. They have a similar atmosphere. The menu items may not be exactly alike from one culture to another, but the style and taste of the foods don't differ much.

For several reasons, many people choose fast food. First, it is quick and convenient. Second, it is cheaper than special home-cooked meals or formal restaurant dinners. And third, it is identical in every eating place with the same company name. The atmosphere and style of most fast-food places is casual, comfortable, and familiar. So why do other eaters dislike or stay away from this fast, easy kind of nourishment? The main reason is its low nutritional value. Fast food doesn't contain large amounts of fiber, vitamins, minerals, and the like--elements necessary for good nutrition and health. In contrast, most types of fast food have a lot of fat, cholesterol, sugar, or salt in them. Possibly, these substances can cause or increase health disorders, like heart disease, strokes, and some kinds of cancer.

Some people believe food should be perfectly fresh and "natural." According to natural food eaters, fast food is not good for human beings. They don't believe convenience foods--canned, frozen, or packaged in other ways--are very nutritious either. On the other hand, these quick and easy kinds of worldwide nourishment are generally getting better and more healthful. For instance, many fast-food restaurants now have salad bars and put vegetable items on their menus. In some places, customers can get fish or vegieburgers instead of hamburgers, and grilled chicken instead of fried. Also, some newer kinds of packaged and prepared foods contain less fat, cholesterol, sugar, or salt than before. Of course, people everywhere like to snack on junk food (candy, cookies, potato chips, ice cream, and other things without much nutritional value). For health and sales reasons, some snack food companies are producing packaged items with less fat, sugar, or salt. And nutrition bars--snacks with a lot of protein, vitamins, and other nourishing food elements--are becoming more widely available.

Of course, human beings around the world don't always eat in fast-food places. They don't buy only canned, frozen, or packaged convenience items from stores or machines. A few families are producing food on their own, but most people buy it from markets in their communities. Some choose only natural food, items without chemical substances. Many families prepare good meals at home. Other people are restaurant customers. Universally, more meals include the basic necessary food elements--protein, carbohydrates, and fats. A greater number of dishes contains the necessary vitamins and minerals. Almost everywhere, some kind of meat, fish, dairy product, or another protein food is part of a good breakfast, lunch, or dinner. There are also grains, breads, vegetables, fruit, and the like. The variety of food choices is large now and is probably going to increase. The number of food preparation methods is growing too. Cooking customs, eating habits, and food preferences all over the world are becoming more healthful. In these and other ways, the global diet is changing.

Global Climate Changes (2-2)

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The word, weather, means "the atmospheric conditions at a specific place and time." The weather can vary from day to day. In contrast to weather, climate is "the general or average atmospheric conditions of a region." In different areas of the globe the climate generally stays the same from year to year. For example, the climate in the desert is usually very dry. It may be cold in winter and hot in summer, but there is very little rain or humidity. In contrast, in tropical rain forests there is very high humidity. In most other areas of the world, the weather is cool or cold and wet or dry in the winter season. It is warm or hot and dry or humid in the summer months.

Climate in Regions of the Globe
According to some meteorologists (weather researchers), the earth's climate is changing slowly. In most places on the planet, the weather varies from season to season or even from day to day. In contrast, the typical climate is similar every year. Even so, there may be global climate changes from one long time period to another. What are these changes? Some scientists believe the weather is becoming more extreme. There are longer periods of very cold and very hot temperatures. There are more and more powerful hurricanes and tornados (storms with strong fast winds) and blizzards (heavy snowstorms). Floods (large amounts of water on dry land) and long droughts (times without enough rain) are causing greater and greater physical damage to the human communities on earth. These extreme forces of nature will get even worse in the future, say some people. And every change in climate in one part of the globe will bring more extreme changes in other areas.

Global warming and EI Nino are having major effects on the earth's atmosphere, the weather, and the changing world climate. At least that's the opinion of many researchers and scientists. What is global warming? It is a slow increase in the average yearly temperature of the planet. The cause is an increase of gases in the atmosphere. What is EI Nino? The Spanish phrase means "The Little Boy" or "The Christ Child." It names a weather condition most common in the month of December. This "seasonal weather disorder" is a change in the atmosphere of the tropical areas of the Pacific Ocean. It increases the amount of rain in the Americas and can bring strong winds and hurricanes. In contrast, El Nino may cause drought in the southern and western Pacific (Asia). Blizzards, snow, and long periods of low temperatures may follow in the northern regions of the globe.

Not all meteorologists believe there is much natural global warming. According to these scientists, the El Nino effect is not getting stronger. So why is the temperature of the earth going up? Why are tropical storms like hurricanes causing more and greater flood and wind damage? Probably, human beings are the main cause of the extreme effects of weather and climate changes. Cars and factories are putting more and more gases like carbon dioxide (C02) into the earth's atmosphere. Coal and oil add carbon dioxide to the air too. Trees and plants take in carbon dioxide, but humans are cutting down the rain forests and putting up buildings where green plants grow. The world has a lot of people now, and it will have a lot more people in the future.

The Powerful Influence of Weather (2-1)

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Weather has a powerful effect on the physical world. It also affects people's personalities. How do we know about the effects of weather on people? We know from biometeorologists. These scientists are weather researchers. They study human health and emotions in response to atmospheric conditions. The word atmosphere means "the air around the earth." "Atmospheric conditions at a time or place" is a definition of the word weather. Some examples of these conditions are sun, wind, rain, snow, humidity (the amount of moisture in the air), and air pressure (the force of air). The weather conditions of the atmosphere greatly influence people's health, thinking, and feelings.

All over the world winds come down from high mountain areas. The winds fall faster and faster, and the air becomes warmer and drier. What do scientists say about the health effects of this kind of weather? According to biometeorologists in Russia, powerful winds from the mountains increase the number of strokes (blood vessel attacks in the brain). Also, sometimes strong southern winds blow north over Italy. During these times, researchers say, Italians have more heart attacks (sudden stopping of the heart). People everywhere have bad headaches during times of forceful winds. And Japanese weather scientists say there is an increase in the number of asthma attacks. (Asthma is a lung disorder. It causes breathing problems.)

Do other kinds of weather influence physical health? Sudden temperature changes in winter are often associated with colds or flu. (Influenza is a viral disease.) However, colds and flu probably increase because people are in close contact indoors in cold weather. Colds and flu may even lead to pneumonia (another lung disease). Other illnesses also increase during long periods (times) of cold weather. In most places, diseases of the blood and heart attacks are more common in winter. But in some very hot and humid (wet) regions, there are more heart attacks in summer. Many people have high blood pressure (a health condition). In three out of four people, blood pressure falls (goes down) in warm weather. But some people have lower blood pressure in the cool or cold times of the year.

These forces of nature greatly affect people's moods (emotional conditions and feelings) too. For many people, winter in the northern regions is very depressing. They eat and sleep a lot, but they usually feel tired. They are nervous and can't work well. They are irritable (not very nice to other people). Biometeorologists even have a name for this condition. The name is Seasonal Affective Disorder (SAD). Scientists think the cause of this mood disorder is the long periods of darkness. Even during the day, it is often cloudy or gray. What can people with SAD do about their moods? Naturally, they need more light! On bright days they feel better. But people don't work very well on sunny, hot, and humid days. The best weather for good work and thinking is cool and clear.

Are the people around you becoming sick more often? Are they getting more colds or the flu or even pneumonia? Are they having more health problems like headaches or asthma attacks or heart disease? Or are you becoming moody? Are you getting more tired or depressed (low in mood) or sad? Remember--according to biometeorologists and other weather scientists--the cause may be the atmosphere!

College Life Around the World (1-2)

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Similarities in Student Life
At colleges and universities around the world, students from other places live in student housing, apartments, or the private homes of other people. They walk to school, or get there by bicycle, or by car, or with public transportation like the bus or subway. They take courses and attend classes. They study and take quizzes or tests or exams. They complete requirements. After years of study, they get certificates or college degrees. Outside school, they have other interests and family or social lives. In some ways, life on the campuses of institutions of higher learning is the same everywhere in the world.

Systems of Higher Education
Maybe student life is similar but the system of higher education differs in countries around the world. For example, in the United States, postsecondary students can live at home and go to community colleges for two years or more. Or they can choose four-year state or private colleges or universities. They can get financial aid, like scholarships, grants, or loans. With undergraduate degrees, they can attend graduate school. The system is different in some countries of Asia or the Middle East, like Iran. There, students take an exit exam in their last year of high school. The people with the highest scores attend the best universities in the country. Other students can go to other kinds of colleges or get jobs.

There is another system in Germany. In that country, most graduates of academic high schools go to public universities or technical colleges. These schools don't charge high tuition or educational fees, and students can stay in school for many years.

Differences in Teaching and Learning Styles
But not only the system of higher education can vary. Teaching and learning methods and styles differ in various cultures, at different colleges and universities, and in individual courses. For example, the atmosphere in many classrooms is very formal. Students use titles for their instructors, like "Professor Smith," "Mrs. Jones," and so on. Some teachers wear business clothes and give academic lectures. Other classrooms have an informal atmosphere. Instructors dress casually, and students use their first names. In this relaxed atmosphere, class members work together in groups. They give their opinions and talk about their ideas. Some teachers always follow a course plan or the textbook. They give a lot of assignments. They give points, scores, or grades for homework. In their courses, students take many quizzes, tests, and exams. Allover the world, there are teaching and learning differences.

Campus Facilities and Services
And what about the facilities and services available to students at college and university campuses around the world? At many institutions of higher learning, resources for learning and recreation are available to students. At libraries, they can read and study books and other materials. At learning resource centers, they can often work on computers. Maybe they can use educational software programs or the World Wide Web or Internet. Sometimes audio or video equipment is available. And people can buy books, supplies, and other things at campus stores. Also, learners can get advice from counselors and individual help with their courses from tutors. Maybe they can relax and have fun on campus too. Some schools have swimming pools, tennis courts, and other sports facilities. Most have snackbars, cafeterias, or other eating places. And at some schools, not all students go to the campus. They take Internet courses by computer, see and hear lectures on television, or use other kinds of distance learning.

International Students (1-1)

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All around the world, there are international students at institutions of higher learning. The definition of an international student is "a postsecondary student from another country." The meaning of postsecondary is "after high school." Another phrase for international students is "foreign students." The word foreign means "of a different country or culture." Even so, some people don't like the word foreign, so they use the phrase "international students." For institutions of higher learning, they usually say "university," "college," or "school."

International students leave their home countries and go to school abroad. One meaning of the word abroad is "in a foreign place." By far, the country with the most students from abroad is the United States. Canada, Great Britain, and some European countries also have a lot of students from other countries. But more and more, students from around the world attend colleges and universities in the developing nations of Latin America, Asia, and Africa. Developing nations don't yet have a high level of industrialization or technology.

Why do high school and college graduates go to colleges and universities far from their homes? Undergraduates are postsecondary students without college degrees. Often, undergraduates want the experience of life in new cultures. Maybe they want to learn another language well, in school and in real life. Many older students want degrees in business, engineering, or technology. These subjects are not always available in their home countries. Some governments and companies send their best graduate students and workers to other countries for new knowledge and skills. And some students from expensive private schools at home save money through study abroad, especially in developing nations.


Why do institutions of higher learning want international students? Of course, students from other countries and cultures bring internationalism to the classroom or campus. They bring different languages, customs, ideas, and opinions from many places around the world. Usually, they study hard. Also, educational institutions need money. Tuition is the fee or charge for instruction, and private schools everywhere charge high tuition. One definition of citizens and immigrants is "legal members of a nation or country." International students are not citizens or immigrants, so they pay full tuition and fees to state or government schools. And all students away from home spend money for housing, food, recreation, and other things. For these reasons, many schools and groups of schools want students from other countries.

For various reasons, many high school and college graduates want or need to study abroad. For other reasons, many nations want or need students from other countries and cultures on their college and university campuses.